Beruflich Dokumente
Kultur Dokumente
Spring 2019
Holly and Rebecca both work at Fullerton Elementary school in Baltimore County.
Rebecca is a kindergarten teacher and has been teaching for 5 years. Holly teaches fourth grade
English Language Arts and has been teaching for 5 years. Fullerton is a school with 1:1 devices
for students in first grade through fifth grade. Kindergarten students utilize 4-6 devices in their
classroom, depending on availability. Fullerton has technology however, there has been a lack of
guidance and support when it comes to integration. This has lead to a wide range of confidence
Holly and Rebecca will collaborate in order to help aide the staff at Fullerton in
becoming more educated about their devices and how to incorporate them into their classrooms.
It has been determined that many teachers are using devices, but on a limited scale. In the
primary grades, teachers lacked knowledge of how to effectively incorporate the devices into
instruction and with their young learners. This is especially true of the pre-kindergarten and
kindergarten teachers. It is also evident across grade level and content areas that the strengths,
Proposal
Holly and Rebecca decided that the best way to help bridge the technology gap at
Fullerton would be to build a technology pilot group. This group would be comprised of
volunteer teachers. There is a potential of 9-11 participants that would form the pilot group.
Ideally, each grade level and special area would be represented by at least one educator. In order
to assess interest and need, the whole staff will be asked to complete a survey. Based on the
results of this survey, Holly and Rebecca will identify a representative for each grade level and
Rebecca and Holly will lead an initial meeting with members of the pilot group. During
this meeting, each grade level representative will have an opportunity to share their team’s wants
and needs regarding technology. Holly and Rebecca will develop learning modules based on the
wants and needs of the pilot group. Throughout the semester, members of the pilot group will
complete learning modules that address these needs, apply this learning with their students,
provide feedback to module writers - Holly and Rebecca- and finally, share the learning and
Holly and Rebecca know that adding to teachers workload is not something ideal and
often has a negative impact on participation. Keeping this in mind, much of the internship project
activities will be completed asynchronously and can be differentiated to each participant’s needs.
Holly and Rebecca will serve as technology leaders by providing technology support throughout
the semester. Additionally, they will help curate resources to help build a technology base that
could be accessed by all participants. Our plan is to provide our participants with a variety of
technology lessons that they can implement and modify to meet their curriculum. Holly will be
focusing on the intermediate grades, third grade-fifth grade and Rebecca will be focusing on the
sessions to help meet the various needs of our participants. These sessions would provide our
participants with new technology tools, how-tos and new ideas of how to incorporate technology
There are a few objectives that will be reflected throughout our internship, but each session will
have its own set of objectives as well. The following objectives are the ones that will be reflected
● By February 11th, Holly and Rebecca will develop and distribute an interest
survey.
● By February 15th, all staff will have completed the interest survey.
● By February 18th, one representative from each grade level and special area will
● Between February 19th and February 21st, Holly and Rebecca will hold an
● During initial meeting teachers will share their team’s wants and needs regarding
technology.
● During initial meeting teachers will be able to identify their current technology
● By February 22nd, Holly and Rebecca will develop a tentative schedule of topics
● Beginning February 25th, Holly and Rebecca will distribute a bi-weekly learning
module to be completed by members of the pilot group. The final module will be
classroom at least one level above their initial level according to ACOT.
ACOT Model & Making Change
Rebecca and Holly will be basing their internship on the staff current level of the ACOT
model. Many teachers are at the beginning stages with “Entry” and “Adoption”. We will survey
the participants to find their true level on the ACOT model. We will then provide the staff with
meaningful technology lessons in order to help move the staff to higher levels on the ACOT
model. We will be using the same survey that shows their beginning level at the end of the
plan to push past those beginning levels of the ACOT model and advance our participants to
“Appropriation” and “Invention”. This change will be beneficial to the staff and students within
our school. We will be providing supports, new ideas and how-tos to help give our staff the tools
they need to be successful and independent with technology in their classrooms. There are often
many calls to technology support or many teachers using the devices the same way everyday. We
hope to build the teachers confidence and toolbox for ideas in how to use the devices to meet the
Conditions of Change
Throughout our studies in the Educational Technology program, we have analyzed the
possible proponents and opposition to innovation and change. We have previously analyzed our
school in terms of Ely’s Eight Conditions of Change and determined that many of the conditions
have been met. Given the teachers’ varying circumstances, their responses differed. However,
all identified that there is a need for change, not in what technology we are using but in how we
use technology. While the teachers represent varying attitudes on the necessity of technology,
they’ve all identified dissatisfaction with the status quo, Ely’s first condition of change. The
teachers have already been identified as effective or highly effective educators, therefore they do
“have the skills to implement the change.” However, some teachers have expressed a need to
develop their own technology skills before working with students to develop theirs. Our
internship project helps to meet this condition of change, by providing customized synchronous
The next conditions of change addressed by Ely are circumstances that seem to
responsibilities and tasks that is ongoing and rarely finished, we do not want to add to this list
with our internship related activities. By providing short, asynchronous learning activities we are
more likely to meet this condition of change. One condition of change that is more readily met
for most teachers in our building is availability of resources. Students in first through fifth grades
have access to their own device on a regular basis at school. Kindergarten students share a cart of
devices that they can access by taking turns or collaborating in small groups. Each classroom and
special area teacher has access to a device, projector, document camera and docking station. We
are afforded a plethora of technology resources at Fullerton Elementary, it’s all about using them
more effectively. As part of our internship we are planning to provide teachers with lesson plans
and materials, including digital tools therefore; will be no shortage of resources and suggestions
for implementation.
We were surprised to learn that the next condition of change, incentive, is generally met
in terms of our proposed internship plans. When asked how willing they would be to participate
in professional development sessions, all participants stated, “very willing.” The prospect of
students being more responsible, independent and caring with regards to technology is likely
highly intrinsically motivating. It is important to note that there are teachers that are more
extrinsically motivated. To support this and address this condition of change, we would provide
The next condition of change addresses participation. “Ely (1990) describes a system
where individuals feel the need to input their comments on areas that will directly affect their
work. When individual participation is not possible, it is important that "implementers should
feel that their ideas are represented through a surrogate"(Ely, 1999, p. 6). It is unlikely that
individuals that are not involved in the process will implement the innovation with enthusiasm.”
(Williams, 2010) We are working to meet this condition of change by having at least one
representative from each grade level and content area on the technology committee.
The next condition of change is commitment. Each of the teachers interviewed expressed
a need for support and commitment by their peers and colleagues. We can encourage those who
may not be on board initially to commit throughout the implementation of this internship by
presenting data that shows the observable improvements regarding technology use in our school.
We will also be seeking commitment, support and endorsement by our administration. In recent
years our administration has supported the creation of pilot groups and committees in order to
implement new initiatives in areas such as literacy, math, green schools and culture. We
anticipate similar administrative support for the technology pilot group. This group of educators
will support each other to develop technology proficiency, in turn supporting our efforts to
consistently demonstrate highly effective instruction. We also anticipate a positive impact on
teacher collaboration, making teacher workload more manageable. Hopefully, leading to a
positive impact on the overall school climate which would be supported by our administration.
Holly and Rebecca will serve as leaders by modeling and supporting their colleagues in the
clearly identify leaders and for many participants to share their strengths and act as a leader.
Overview of Learning
In early February, staff will be asked to complete a simple interest survey. Based on these
results we will develop the technology pilot group. Once participants have committed, we will
have an initial committee meeting. Our goal is to have this meeting by February 21st. At the
initial meeting Holly and Rebecca will present their vision and what they intend the role of pilot
members to be. Members of the pilot group will have an opportunity at this meeting to share
their wants and needs with regard to technology. As we will be working both synchronously and
asynchronously, we will also have participants join and access the Fullerton Technology Pilot
group on Schoology. Then, committee members will complete another survey to assess their
current level according to the ACOT Model. At the conclusion of this meeting, Holly and
Rebecca will review the survey results. Based on this assessment, Holly and Rebecca will
develop and share a schedule of technology topics to be addressed. Our goal is to establish this
tentative schedule and outline by February 22nd. Beginning February 25, the committee will
meet synchronously or asynchronously twice per month. Instruction will be delivered via
screencast, video, lesson plan etc. which will be prepared by Holly and/or Rebecca and posted in
the Schoology group at the beginning of the week. Committee members will be asked to access
the lesson, apply the new learning and provide feedback or complete an assessment in Schoology
by the end of the week. By mid April, participants will have completed 4 learning modules on
various technology topics and tools. As committee members work through these modules, they
will be offered opportunities to observe and Holly and Rebecca will provide support as
requested. Upon completion of the learning modules, participants will be asked to participate in a
debrief and evaluation session. Committee members will revisit the goals and purpose of the
committee and evaluate how effectively these goals were met. Ideally, this wrap up meeting
would be held by mid April. The final step of this meeting will be a reflective survey. Committee
members will review the levels of ACOT and evaluate how joining the Technology Pilot Group
and participating in learning modules helped them become more independent or proficient in
technology and supported them in moving up the levels of the ACOT model.
We know one of the challenges to effectively executing our internship will be teacher
availability and commitment. To address this concern, we will provide many online and
asynchronous learning opportunities. We will use screencasts and videos to provide instruction
and tips for using tech tools. We will also be using the online learning tools available in
Schoology. This includes tests and quizzes as well as a discussion board. Participants will also
be awarded digital badges upon successfully completing learning modules. Finally, Holly and
Rebecca will be available via e-mail and Zoom to support colleagues as needed.
TPACK
All areas of the TPACK will be addressed throughout the internship. Holly and Rebecca
will incorporate the technology aspect through asynchronous sessions, modules found in
Schoology and the usage of devices. The content portion will be addressed through the
participants curriculum needs and collaboration. The pedagogical aspect of the TPACK model
will be addressed by Holly and Rebecca’s teaching experiences and their time working through
Holly and Rebecca will be storing and collecting data within Schoology. This will be
where the participants are finding the various modules and completing the different tasks within
the modules as well. Holly and Rebecca will use two surveys, one at the beginning and one at the
end to show the participants level and the growth they made after completing the modules. Holly
and Rebecca will evaluate throughout the modules using various assessment tools (surveys,
polls, quizzes, reflections, etc.) All of Holly and Rebecca’s module documents/lessons will be
stored within our Schoology group. This will allow for all technology committee participants to
have access to all the materials. A key piece of evaluation will be through surveys to determine
teachers’ progress through the levels of ACOT. We will be able to evaluate the overall
effectiveness of our internship through observation and data analysis. Holly and Rebecca will
keep a collaborative analysis of feedback in a shared google document. This will be a space were
both Holly and Rebecca can share and analyze the data/survey/observations from the pilot
members. Holly and Rebecca will also create a personal reflection journal. In the personal
reflection journal Holly and Rebecca will reflect on their individual contributions to the
internship and pilot group. Their individual contributions will also be tracked and recorded
The overall goal of our internship project is to support the members of our pilot group in
developing their technology skills so that they can help teach and support their colleagues. This
pilot group will finish the modules and have a toolbox of resources to use and share with their
teammates who are not in the pilot group. Holly and Rebecca will be able to use the data and
committee. Next school year, with further implementation we hope to see more consistent,
doi:10.1080/08886504.1990.10781963
Williams, & Turek. (2010). Overview - Ely's Conditions of Change. Retrieved from
https://sites.google.com/site/elysconditionsofchange/history